READING BOOT CAMP is a FREE RTI reading program that uses best instructional practices with a proviso "ALL STUDENTS ARE GIFTED", the goal is to lift ALL students' ACADEMIC SKILLS using evidence-based Socratic methods, teach students as erudite beings, be flexible and have fun, set SMART goals, and differentiate through scaffolding and cooperative learning. RBC RTI has 13 years of proven results; the accelerated RTI program improves reading test scores by over a full grade level in 20 days.

Sunday, December 20, 2015

comprehension assessment questions and answers keys. Use the Common Core released ELA READING test and student study guides, students reading test answer samples, and free teacher resources below to prepare students for the 2016 Common Core reading ELA test.

■ Score Point 4 ● The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.

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Making Inferences and Drawing Conclusions is the process of reading, analyzing clues, and making supported predictions.

Deriving a logical or supported conclusion from premises known or

assumed to be true is a skill that is learned over time and dependent on an in-depth knowledge of cognitive skills and literary language exposure. Drawing Conclusions and Making Inferences can make up 25-40% of CCSS PARCC Smarter Balanced reading Comprehension questions. DOK 3 reading comprehension questions that are based on Making Inferences and Drawing Conclusions are the hardest foundational skills-reading to teach and students to acquire.

The "Making Inferences and Drawing Conclusions Cognitive Complexity Anchor Chart:" is a reference for students and teachers on DOK complexity levels, reading comprehension strategies, cognitive and literary elements concepts connections, signal words and different skills and strategies to answering Making Inferences and Drawing Conclusions reading questions.

[PDF]Strategies for Inferencing: 5th Grade PDF
Inference "read between the lines”. A good strategy for making inferences is It Says. ... Directions: inferences involve drawing conclusions and making judgments based on facts.

[PDF]Inferencing Mini Lesson .pdf
Robeson County, North CarolinaMaking inferences involves using personal experience or background knowledge ... provided in the text to form an idea. Drawing conclusions. Plot, theme,.

[PDF]Drawing Conclusions - Scholastic
Scholastic Corporationis a reader's facility at making inferences and drawing conclusions, ... to help students review what they have learned about making inferences. ... Mini-Lesson.

[PDF]CHAPTER 10 Inference - Pearson
Pearson EducationInferences are implied through clues that lead the reader to make assumptions anddraw conclusions. For example, instead of making a direct statement, “These ...

[PDF]Instructional Focus Lesson Plan
Polk County School DistrictMaking inferences involves using personal experience/background ... Thus, the student will have to use reasoning skills to predict outcomes and draw some logical ... What information from the text supports the conclusion that ______?

Saturday, December 12, 2015

Reading Assesment is a failure in teaching and learning key reading concepts, vocabulary, and literary elements! First, we as educators and parents need to help our students build a comprehensive and lasting understanding of Reading Domains including Tier 3 Literary Elements concepts and Tier 2 Cognitive Verbs. Targeting and explicitly teaching critical Tier 1, 2, and 3 Reading/ELA “background knowledge” concepts daily all while giving students time to practice advanced literary analysis is the key to success. Focusing on the DOK every day without an intensive front loading of the basics that include the targeting of Tier 2 Cognitive concepts and Tier 3 Reading and literary Concepts, we are doomed to failure. When students are asked to read complex text and draw conclusions about author’s purpose, themes and opinions all while using and connecting a deeper tier 2 cognitive concept, they are lost. Students, as we all know are not given ability leveled reading test on the PARCC; they are given rigorous advanced text that can range from 700-1100 Lexile (4th Grade Reading Assessment) plus advanced DOK 3 two-step EBSR question. Reading Street is a Basal Reading system that is logistically impossible to teach effectively If you are expecting high-quality results or even mediocre results in Title I schools. All Basal reading programs are week on Tier 2 and Tier 3 concept exposure and totally deficient in advanced DOK practice. Students that come to school with giant lexical deficits and exposure to language need smarter solutions, and we as teachers and school district are not looking for novel learning structures, strategies, and tactics. We need fresh eyes and solutions that will help teachers and students thrive and succeed in my opinion. Sean Taylor The Reading Sage

Teachers need to Rethink How They Teach Tier 2 and Tier 3 Concepts!

Academic Vocabulary K-12 Test Prep Words

TEST PREPARATION starts with Tier 2 and 3 Academic vocabulary word-work! Students that lack understanding of Academic Vocabulary can be deadly to student success on all academic assessments. Academic vocabulary is king when you want your students to succeed on today's rigorous assessments.
academic Vocabulary Words

CCSS: Tier 2 and Tier 3 Academic Vocabulary

Reading, Math, Science, Social Studies and Language Arts

Academic vocabulary words are key vocabulary that students must master to understand academic content. Two list predominate (Coxhead 2000/ Marzano 2004) most academic vocabulary list find their origins in one or both. Teachers needing to raise test scores in a content area will find academic word list indispensable. Teachers can select published academic vocabulary list or create their own by doing a word analysis of released state test of published literature. Most states have adopted or will adopt The Common Core State Standards which will simplify the choice of academic vocabulary. Today some states are vague and leave the choice to teachers and schools, so finding the best list to meet the needs of your students is tricky. The links below are a few that seem to have value. I personally use the NWEA Academic Word list daily for reading, science and math vocabulary, and a lesser extent the Tennessee Academic Word List as a supplement. I have also created a academic word list of my own using a crude word analysis of the TAKS released test.

The first step in passing any High Stakes Reading or Math test is understanding the types of vocabulary. Tier 3 and Tier 2 vocabulary are the hardest to learn and remember, these words give students the most problems on test!

Tier 2 Academic Vocabulary: Less high frequency words used by mature language users across several academic content areas. Because of their lack of redundancy in oral language and their multiple meaning or descriptive nature, Tier 2 words present challenges to students who primarily meet them in print and on test. Examples of Tier 2 words are obvious, complex, establish and verify. Blooms and Webb's DOK verbs are integral to any successful reading instruction or intervention.http://www.opsu.edu/www/education/BuildAcademicVoc.pdf
Tier 3 Academic Vocabulary: Low Frequency words that are not frequently used except in specific academic content areas or domains. Tier 3 words are central to building backgrounds knowledge and conceptual understanding within the various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.

Example of the Reading Comprehension trait from the grades 6-11 rubric:

• Reading Comprehension of Key Ideas and Details:

■ Score Point 4 ● The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.

The Dyslexic Reading Teacher Sean Taylor

Literacy for me was almost an unrealized unattainable dream! As a dyslexic learner I was unable to read, write, or decode words as a child, p,d,b and q were all the same letter. The written word was a collection of cuneiform squiggles that swam around on the page. I was identified dyslexic at age 9 and later dysgraphic. I spent the next 6 years in special education programs (limbō) trying to learn to read and write. The special education programs never acknowledged my creative capabilities, coping skills and shame and humiliation of being illiterate, they focused on "curing" my learning disabilities with under-trained teachers! Many classroom teachers assumed I would never read or write due to the severity of my dyslexia and this made me feel worthless. I eventually learned to read all words by sight the same method as learning Chinese. I am a dyslexic reading teacher that has built a reputation for finding innovative ways to teach reading and critical thinking to all students! ALL children are gifted and can learn to read! Sean Taylor M.Ed.

Contact us @ seansart@hotmail.com

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95% Passing on EOG/EOC Reading Test in 20 Days!

READING BOOT CAMP is a FREE researched based RTI intervention program that uses best instructional practices with a qualification, teach to the very TOP, expose every student to grade level and above ELA concepts, lift all students using Socratic learning strategies, teach and treat all students as GIFTED, be flexible and have fun, set rigorous SMART goals, and differentiate through scaffolding and cooperative learning. This is a philosophy that many disagree with and believe it is not pedagogically sound, usually by teachers that try to ability group and differentiate for 2-7 grade levels. RBC has 13 years of proven results, the RTI reading intervention improves reading test scores by one full grade level in 20 days. Reading Boot Camp is used in hundreds of classrooms and a handful of schools as a proven school-wide and classroom turnaround program.

Thank You, Please Visit My Reading Class Again!

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